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ERIC Number: ED523470
Record Type: Non-Journal
Publication Date: 2010
Pages: 130
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-1058-6
ISSN: N/A
A Phenomenological Investigation of Student Achievement: Perceptions of Academic Success as Told by Single African American and Hispanic Mothers
Stewart, Shawn M.
ProQuest LLC, Ph.D. Dissertation, Capella University
A number of factors seem to contribute to low student achievement in the organization of education. Some of these factors exist prior to children reaching school age. It seems as though a vast quantity of minority students struggle academically. Research supports the belief that socioeconomic status, ethnicity, and single-parent families have an alarming affect on academic performance (Hale, 2004, "How schools shortchange African American children?"). This qualitative study examines the lived experiences of six African American and Hispanic single mothers ranging in age, socioeconomic status, and educational background. African American and Hispanic single mothers resided in a county in southeastern Georgia. The students in this study attend various public schools in the county. This study's intent was to recognize strategies single-minority mothers employ to raise academically successful students in elementary school. This study is primarily based on Husserl's phenomenological approach, which originated in 1931, and Moustakas' interpretation of phenomenological research, which emerged in 1994, according to Creswell (2003, "Research Design: Qualitative, Quantitative, and Mixed-Methods Approaches"). The data were collected through unstructured interviews and transcribed in textural and structural descriptions. Descriptive narratives from each participant are presented. Several themes became evident based on the data. The themes found in the study were (a) structured daily routines, (b) interests expressed in child's studies, and (c) high expectations. Each theme represented the lived experience of the single mothers. This study can be used as a source of information for future investigations regarding student achievement in middle school as well as high school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia